Phase 1 of the research, led by Kevin Darcy, a low-vision doctoral student, focused specifically on CU Boulder and revealed that accessibility is a social justice issue because individual experiences are “internalized” by and shape the well-being of students. By acknowledging that faculty interactions don’t end in the classroom and issues of digital accessibility are not always addressed through objective checklists, the research begins to show that faculty and staff can make space to consider how their roles impact low vision and blind students.